• Pausing to facet of our lives now, 

• rewinding time to understand what we were going through in our youth 

• Thinking about others' demeanor or manners and what made them come to those decisions (stepping into another person’s shoes or perspective). This is helpful with your own life.

• Also hopefully and with grace, Continuously using these new skills take on the future of aging/death.

Chapter 2:

• The beginning is the start of how we all got here: through Fertilization which involves the genetic material in a male sperm with that of a female’s egg. 

Chapter 3: Regardless of what my mother went through and by educating myself, I felt I understood the inherent benefits of breastfeeding. The reasons that I had collected through our reading was aligned with my own thoughts then, 27 years ago. Way before I ever read this book. Aside from that knowledge, my body was designed to aid my children’s growth and development.  I wouldn’t know if my mother had access to educational materials or felt she could talk to my pediatrician without feeling her guilt. If she needed to go back to work and my childcare needed me to drink milk. None of those reasons could compare to what she felt that almost took me away from my parents. Or what they would’ve felt if I left this world too soon. As she had two miscarriages before me. 

Chapter 4: Thinking about the impact of poverty on the cognitive development of young children in the U.S. Particularly with single parents.

• Coming with disadvantages

• Public deeming you a struggle and strain

• Nor want to house you without a partner in tow.

• We know they know the statistics because of course, a 2 person working household will mean a consistent flow to pay. 

• The 47% poor or near poor. Showing the percentage of those having food insecurities therefore not having proper brain development thus poor test scores. 

• Parents would try to push food toward their child but when a parent is ill and loses a day of pay, it causes an effect on having food for your child as society has forced parents to pay the rent to keep their children together, rather than that one more apple or milk that the family needs. I’ve seen it here in my own home growing up, with classmates and for my 17 years on the continent.

• Makes me think about why the attitudes of my classmates and having not having the same desire like me to succeed. It’s only been about survival. Now their children are still being affected as it is a cascading effect. Everyone works harder, yet the scores can reflect the consequences of not having enough food to go around.

Chapter 5: how we develop autobiographical memories- the recollections  of events and experiences that make up one’s life history via scaffolding. As I mentioned in my discussion, having scaffolding in my conversations with my family, I talked a lot. My family was the right people who were listening. Scaffolding even helped with my students (depending on if they needed shorter, clear instructions to complete a task). I enjoy building on my relationships not just with each other but fostering what my family will positively put back into this world. 

Chapter 6 Understanding prevention programs help to stop bullying and allow the social norms in a school to shift toward prosocial behavior. I got to think about more post discussion ideas.

•  For example, talking to your child’s Vice Principal about bullying and how the teachers are involved in looking for it.

• Asking: How are they getting children to empathize? What training do teachers receive to better understand this importance?  

• On the side, reminding parents that prosocial behaviors can start at an early age (also in Chapter 9 with the emergence of empathy (encouraging children to personally emphasize the transcribing it to sympathize with different human beings) 

Chapter 7 Gardner’s Multiple Intelligences

Are we not amazing?  There are so many things that we can do! For example, having Kinetic, Naturalistic or Musical Intelligences. How we need to find those value-added educators that understand that there is more than one type of intelligence. That your learning goes beyond traditional academic skills and how we structure,  learning that education. Allowing non traditional people to thrive, using their multiple intelligences.

 I thought back to how I got my own children excited about learning. Asking questions. Encouraging any talents. My oldest loved to draw and loved history. Eventually he learned a lot more of military history during highschool. Honing on his art skills and getting his hands on a lot of books was a step. Talking about what got him excited on the last history test. Asking if his teacher added more after class about the question you asked. With scaffolding, his talents grew. You never knew if his art could be used to tell a story of the past or end up in a video for educational purposes so creative art was a topic of discussion. Later, He knew that he wanted to become a teacher. 

Chapter 8 Understand the arguments of those for and against sex education in the schools

• As shown, the pros outweigh the cons on why it is necessary. 

• However, people could disagree but I put a compare and contrast spin to it for their benefit and other students could make an informative decision on their own terms. 

• We can present all and any evidence we want. Evidence or not. What we can control is present the evidence and lay it all out on the table for them. As I like to remind others to say: I will take it under advisement or I will take it into careful consideration. This helps for first time parents who want to consider only their ob/gyns or pediatric doctors advice and/or experts in the current field of child development. Parents are looking for up to date child rearing advice.

Chapter 9 Recognizing peer groups such as cliques/crowds, help prepare teeangers for later romantic involvement. 

I responded to Keliam’s response to my discussion subject. I was wanting my classmates to not be told what it looks like but what we actually were doing. It really was a representation of how we could be in our romantic relationships. He could really read (see) that. He read the point. The best part is the discussions. It is only expanding our knowledge and listening to someone’s point of views, with our hearts. I truly feel that we can’t understand unless we open those lines of communication up. If people are open to sharing, we wouldn’t know whether they might be in need of basic needs which UH has a program for. Others wouldn’t know that most people on drugs are not on SNAP, that they must have a full time work schedule to obtain it and that they are still taxed on their paycheck like anybody else. How would we know these experiences if not by discussions? We get to apply what we learned from here on out.

• Pausing to facet of our lives now, 

• rewinding time to understand what we were going through in our youth 

• Thinking about others' demeanor or manners and what made them come to those decisions (stepping into another person’s shoes or perspective). This is helpful with your own life.

• Also hopefully and with grace, Continuously using these new skills take on the future of aging/death.

Chapter 2:

• The beginning is the start of how we all got here: through Fertilization which involves the genetic material in a male sperm with that of a female’s egg. 

Chapter 3: Regardless of what my mother went through and by educating myself, I felt I understood the inherent benefits of breastfeeding. The reasons that I had collected through our reading was aligned with my own thoughts then, 27 years ago. Way before I ever read this book. Aside from that knowledge, my body was designed to aid my children’s growth and development.  I wouldn’t know if my mother had access to educational materials or felt she could talk to my pediatrician without feeling her guilt. If she needed to go back to work and my childcare needed me to drink milk. None of those reasons could compare to what she felt that almost took me away from my parents. Or what they would’ve felt if I left this world too soon. As she had two miscarriages before me. 

Chapter 4: Thinking about the impact of poverty on the cognitive development of young children in the U.S. Particularly with single parents.

• Coming with disadvantages

• Public deeming you a struggle and strain

• Nor want to house you without a partner in tow.

• We know they know the statistics because of course, a 2 person working household will mean a consistent flow to pay. 

• The 47% poor or near poor. Showing the percentage of those having food insecurities therefore not having proper brain development thus poor test scores. 

• Parents would try to push food toward their child but when a parent is ill and loses a day of pay, it causes an effect on having food for your child as society has forced parents to pay the rent to keep their children together, rather than that one more apple or milk that the family needs. I’ve seen it here in my own home growing up, with classmates and for my 17 years on the continent.

• Makes me think about why the attitudes of my classmates and having not having the same desire like me to succeed. It’s only been about survival. Now their children are still being affected as it is a cascading effect. Everyone works harder, yet the scores can reflect the consequences of not having enough food to go around.

Chapter 5: how we develop autobiographical memories- the recollections  of events and experiences that make up one’s life history via scaffolding. As I mentioned in my discussion, having scaffolding in my conversations with my family, I talked a lot. My family was the right people who were listening. Scaffolding even helped with my students (depending on if they needed shorter, clear instructions to complete a task). I enjoy building on my relationships not just with each other but fostering what my family will positively put back into this world. 

Chapter 6 Understanding prevention programs help to stop bullying and allow the social norms in a school to shift toward prosocial behavior. I got to think about more post discussion ideas.

•  For example, talking to your child’s Vice Principal about bullying and how the teachers are involved in looking for it.

• Asking: How are they getting children to empathize? What training do teachers receive to better understand this importance?  

• On the side, reminding parents that prosocial behaviors can start at an early age (also in Chapter 9 with the emergence of empathy (encouraging children to personally emphasize the transcribing it to sympathize with different human beings) 

Chapter 7 Gardner’s Multiple Intelligences

Are we not amazing?  There are so many things that we can do! For example, having Kinetic, Naturalistic or Musical Intelligences. How we need to find those value-added educators that understand that there is more than one type of intelligence. That your learning goes beyond traditional academic skills and how we structure,  learning that education. Allowing non traditional people to thrive, using their multiple intelligences.

 I thought back to how I got my own children excited about learning. Asking questions. Encouraging any talents. My oldest loved to draw and loved history. Eventually he learned a lot more of military history during highschool. Honing on his art skills and getting his hands on a lot of books was a step. Talking about what got him excited on the last history test. Asking if his teacher added more after class about the question you asked. With scaffolding, his talents grew. You never knew if his art could be used to tell a story of the past or end up in a video for educational purposes so creative art was a topic of discussion. Later, He knew that he wanted to become a teacher. 

Chapter 8 Understand the arguments of those for and against sex education in the schools

• As shown, the pros outweigh the cons on why it is necessary. 

• However, people could disagree but I put a compare and contrast spin to it for their benefit and other students could make an informative decision on their own terms. 

• We can present all and any evidence we want. Evidence or not. What we can control is present the evidence and lay it all out on the table for them. As I like to remind others to say: I will take it under advisement or I will take it into careful consideration. This helps for first time parents who want to consider only their ob/gyns or pediatric doctors advice and/or experts in the current field of child development. Parents are looking for up to date child rearing advice.

Chapter 9 Recognizing peer groups such as cliques/crowds, help prepare teeangers for later romantic involvement. 

I responded to Keliam’s response to my discussion subject. I was wanting my classmates to not be told what it looks like but what we actually were doing. It really was a representation of how we could be in our romantic relationships. He could really read (see) that. He read the point. The best part is the discussions. It is only expanding our knowledge and listening to someone’s point of views, with our hearts. I truly feel that we can’t understand unless we open those lines of communication up. If people are open to sharing, we wouldn’t know whether they might be in need of basic needs which UH has a program for. Others wouldn’t know that most people on drugs are not on SNAP, that they must have a full time work schedule to obtain it and that they are still taxed on their paycheck like anybody else. How would we know these experiences if not by discussions? We get to apply what we learned from here on out.